A pedagogy of hauntology: Decolonising the curriculum with GIS

This chapter explores how a pedagogy of hauntology might be enacted in a higher education curriculum, taking into account the ghosts of South Africa�s apartheid and colonial past. To do so, the chapter focuses on the ways in which Geographic Information Systems (GIS) mapping and analysis reveal the absences/presences of the there/then, here/now and the effects of the past/present on people�s lives and the land. Situated in engineering education in a South African university of technology, the chapter shows that GIS can be used to animate hitherto occluded injustices of the past by means of a micro-instance of activism in the form of a storytelling intervention. By telling the story of apartheid violence related to District Six in Cape Town through the lens of GIS, we demonstrate how the affectivity and materiality of forced removals and violent dispossession become revivified through useful pedagogical concepts such as sensibility towards non-linear time, in/determinacy and dis/continuity to address the spectres of the past/present. � 2021 selection and editorial matter, Vivienne Bozalek, Michalinos Zembylas, Siddique Motala and Dorothee H?lscher.